This course examines significant theories of student motivation in the classroom, classroom management and the connections therein. Students taking this course create a program to address classroom management within a classroom and techniques for sharing their understanding with other teachers. The work submitted throughout this course will be graduate-level work, using the American Psychological Association (APA) Publication Manual for organization, language, and citations.
Course Objectives
For each course in this program there are overall program goals. Below is a chart of how the overall program goals match the key assessments for this course. In addition, in each module there are smaller learning objectives. These will be specified at the beginning of each week’s introduction along with how these match the broader program goals.
Student Learning Outcomes | INTASC Standards |
Teachers will learn about a variety of teaching models, motivational theories, and classroom management strategies. | 1, 2, 6 |
Teachers will analyze a variety of teaching models, motivational theory and classroom management strategies. | 3, 4 |
Teachers will apply a variety of teaching models, motivational theories, and classroom management strategies to a teaching situation. | 2, 3, 4, 6 |
Teachers, through their analysis and reflection, will examine the importance of teaching methods, motivational theory, and classroom management strategies in creating a climate for learning. | 2, 3, 4, 6, 7, 8 |
Teachers will investigate critical aspects of school safety, apply findings of their inquiries, and utilize technology safeguards for 21st century learning. | 3, 9, 10 |
Teachers will review learning from EDU 615 and connect learning to future concentration coursework. | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
Teachers model and apply the National Educational Technology Standards for Students (NET-S) as they design, implement, and assess learning experiences to engage and improve learning, enrich professional practice; and provide positive models for students, colleagues, and the community | Standard 11NET-S-11, E, F, G, K. |
Introductions about Motivation
Co-Facilitated Discussion Groups
Motivation to Learn Assignment
Parent Letter and Case Student Outline
Theory to Work Lesson Plan
Classroom/Behavioral Management Explorations
Issue 3-2-1
School Safety Project
BB Collaborate Live Discussion
Research Study Analysis
Final Case Study
Reflection Prompt
Your grade in this course will be determined by the following criteria:
Assignment | Point Value |
---|---|
Introductions about Motivation | 2 |
Discussions 2 - 6, and 8 (6 @ 4 Points Each) | 24 |
Motivation to Learn Assignment | 9 |
Parent Letter & Case Study Outline | 6 |
Theory to Work Lesson Plan | 5 |
Classroom/Behavioral Management Exploration | 9 |
Issue 3-2-1 | 5 |
School Safety Project | 10 |
Research Study Analysis | 5 |
Final Case Study | 25 |
TOTAL | 100 points |
Grade | Points Grade | Point Average (GPA) |
A | 94 – 100% | 4.00 |
A- | 90 – 93% | 3.75 |
B+ | 87 – 89% | 3.50 |
B | 84 – 86% | 3.00 |
B- | 80 – 83% | 2.75 |
C+ | 77 – 79% | 2.50 |
C | 74 – 76% | 2.00 |
C- | 70 – 73% | 1.75 |
D | 64 – 69% | 1.00 |
F | 00 – 63% | 0.00 |
Course Schedule at a Glance
This is only a tentative schedule and is meant to give you a bird’s eye view. The activities and assignments may change at the discretion of the instructor.
Week | Topic | Activities & Assignments | Dates |
1 10/26-10/30 |
Introductions and Cognitive Theories of Motivation | Whole Class Discussion; Motivation to Learn Assignment (intensive) | Due: 10/30 at 11:59 p.m. ET |
2 10/31-11/6
|
Cognitive Theories of Motivation | Co-Facilitated Groups Discussion; Parent Letter/Case Study Outline Assignment | Due: 11/6 at 11:59 p.m. ET |
3 11/7-11/13 |
Classroom Variables and External Influences | Co-Facilitated Groups Discussion; Theory-to Work Assignment | Due: 11/13 at 11:59 p.m. ET |
4 11/14-11/20 |
Autonomy, Self-Esteem, High Expectations, and Behavioral Management | Co-Facilitated Group Discussions; Behavioral /Classroom Management Exploration Assignment | Due: 11/20 at 11:59 p.m. ET |
5 11/21-11/27 |
Classroom Management | Co-Facilitated Group Discussions; Issue 3-2-1 Assignment | Due: 11/27 at 11:59 p.m. ET |
6 11/28-12/4 |
School Safety, Student Leadership, and Cyber-Bullying | Blackboard Collaborate Live Groups Discussion; School Safety Project | Due: 12/4 at 11:59 p.m. ET |
7 12/5-12/11 |
Analyzing Educational Research and Reflection | Research Study Analysis Assignment, Post drafts of Final Case Studies (optional) | Due: 12/11 at 11:59 p.m. ET |
8 12/12-12/18 |
Conclusions | Whole Class Reflection Post; Submit Final Case Study | Due: 12/16 at 11:59 p.m. ET (Friday) |
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Education page
The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.